表單編號：ATRX-Q03-001-FM030-01Title of Thesis: A research of core values of character education promoted by junior high school homeroom teachers with character communication books in New Taipei city. Total pages: 178Key word: character education, core value of character education, character communication book, teacher guide to learn characterName of Institute: Executive Master’s Program in Educational Policy and Leadership, Tamkang UniversityGraduate date: June, 2013 Degree conferred: M. Ed.Name of student: Chih-Cheng Lin Advisor: Ya-Ci Hsueh 林志晟 Abstract: This research aims to explore the current state of the New Taipei City junior high school teachers with character communication books promoting the core values of character education, and to make a number of conclusions and suggestions. The research can offer references of compiling character communication books for schools, homeroom teachers, and education department of the New Taipei City . The research takes a look at previous documents, using survey method and establishes the research framework by adopting "Research survey of core values of character education promoted by the New Taipei City junior high school homeroom teachers with character communication books" as a research tool. Rerearch objects are the junior high school students of New Taipei City. Of a total of 930 questionnaires issued, 867 are valid, so the percentage of valid questionnaires are 93%.The conclusions are as follows:1. The current state of the New Taipei City junior high school teachers with character communication books promoting the core values of character education is good.2. As a whole, the practice of promoting core values of character education with character communication books in New Taipei city is at high level. Among the practice of core values, “respect”scored the highest, whereas “justice”get the lowest grades.3. In the practice of “respect”,”help”,”caring”,”honest”,”public moral”,”cooperation”,”grateful”,”piety”,there are significant differences between different genders of junior high school students, with girls socring much higher than boys.4. In the practice of “public moral”, there are siginificant differences between different grades, and the seventh graders score higher than eighth and ninth graders. In the practice of “honest”,”cooperation”,”justice”,”piety”,”autonomous”, the seventh graders score higher than eighth graders.5. From the students of one school district to those of another, there are significant differences in the practice of “help”,”reflection”,”honest”,”justice”,and remote district score higher than general district.6. In the practice of “respect”,”grateful”,the junior high school students of the middium-sized school get higher scores than the large-sized school. In the practice of “help”,”reflection”,”justice”,the junior high school students of the small-sized school get higher scores than the large-sized school.7. In the practice of “justice”,there are significant deference between New Taipei City junior high school homeroom teachers of differnet seniority, and the seniority below 5 years get higher scores than 6-15 and 16-25 years.8. In the different age of New Taipei City junior high school homeroom teachers, 31-40 years old are more adept at using differnet moments to guide students to learn character education than over 51 years old.9. In New Taipei City junior high school homeroom teachers of diffenent seniority, the teachers’seniority of below 5 years are more adept at using different methods promoting character education than 6-15 and 16-25 years.10. New Taipei City junior high school teachers with character communication books guide to learn character education and the state of junior high school students practicing core values of character education has low positive relation.On the basis of the conclusions listed above, this research offers the following suggestions：1.For school operators： (1) Encourage homeroom teachers to use teaching materials which are planned by education department. (2) Encourage schools to develop proper core values, and bring into the developing plan of administrative affairs of a school (3) Strengthen the function of character communication books. (4) Enhance the state of practicing core value of character education in general district. (5) Enhance the state of practicing core value of character education in large-sized school. (6) Suggest holding explanation session for using character communication books.2. For homeroom teachers： (1) Enhance the core value of “justice” into practice. (2) Enhance the core value of “help” into practice. (3) Enhance students to practice the core values of character education in the eighth and the ninth grade. (4) Enhance schoolboys to practice the core values of character education.3. For education department： (1) The cover designs of character communication books can open to the students vote.(2) The character essays open to students posting very well, bute hope can increase the number of students’ works.(3) The quality of the paper is so poor that the pen is easy to run interrupted of ink.(4) The daily English proverb is too difficult to read.(5) Because the character communication books are frequently used, tag on a book cover or strengthen cover paper will be better.

Keywords：character education, core value of character education, character communication book, teacher guide to learn character